TWS1: The teacher uses information about the learning- teaching context and student individual

differences to set learning goals, lesson objectives, plan instruction and assessment (s).
1) Contextual Factors (LO 1.3) (APS 1)
A. Classroom factors:
Brewer Middle School
Brewer Middle School serves a diverse population of learners from multiple elementary schools
in our district. We strive each day to be a Community of One. We serve approximately 700 students in
grades six through eight. Brewer offers a traditional educational program focusing on Math, ELA,
Science, and Social Studies. Each of our students takes related arts classes. We also offer single gender
classes to our students. Brewer Middle School is also home to the ACTS Program. ACTS is our Arts,
Communication, and Theatre School. This school within a school model provides artistically talented
students with an academically challenging arts integrated curriculum.

Mission Statement:
The mission of Brewer Middle School is to educate students to become confident, caring,
responsible, and academically proficient so that each individual can reach his or her maximum potential.

Physical Features:
When you come through the doors of Mr. Platts class, you will notice that the class is a decent
size. During his enrichment hour (45 minutes), he has 13 students in the 8th grade. When you walk into
the classroom it is Hollywood themed. There is a runway image on the wall and other black/ red
decorations around the room. The classroom is set up with the teacher desk in one corner and the
assistants in the other. They are opposite of one another. The kidney tables available for the teacher and
assistant help them observe students while working in their groups. There are 5 computers along the
wall in the back of the classroom. The students desks are in the center facing toward the front of the
classroom. Each student has their own desk with a curved row along the front and 2 groups of 4 desks
behind the curved row. One students desk is the assistants desk (which he doesnt have an assistant)
since he has to switch up seating regularly to regulate behavior. There is a smart board in front of the
classroom and assignment boxes to the right of the board. Students keep their folders and assignments
in the organizer. There is a restroom in the hall for the whole hall to use. At the front of the room he
has his expectations posted and the rules on the board. The teacher is able to see everything in the
room from her desk. There are cabinets and file cabinets in the corner beside his desk where it can be
easily accessed.

Availability of Technology:
Students are able to use the computers that are placed in the classroom. Each computer has
headphones so the students arent distracting others while they work. They can only use the computers

for instructional purposes. Mr. Platt has a Promethean board and they have a hall iPad cart that can be
used for the class. The Smart Board is used for read aloud and interactive lessons. The students are able
to use the iPads but only for educational purposes. There arent any other assistive technologies that are
used for the students.

Equipment:
There isnt much equipment in the classroom other than the computers, iPads and Smart
Board. The students are able to use technology for educational purposes. The students can use the iPad
when they are checked out for the day by the teacher and only for instructional purposes.

Parent/ Guardian Involvement:

Parents are involved to a certain extent. Some parents sign the required materials to bring back
to school. These parents help them with assignments when needed and go over homework when
needed. Other parents dont worry about signing or going over homework. Mr. Platt does make sure to
keep in contact with parents by texting, emailing or calling to let the parents know about their students.

Classroom Rules:
1) Arrive to class on time- ready to learn
2) Enter class quietly- with materials
3) Show respect to themselves and others

Consequences:
1. The Brewer Middle School Special Education discipline ladder will be used for students that
are disruptive or disrespectful. Mr. Platt makes it known that it will not be tolerated in his
class and that you must be respectful at all time.
Classroom Routines: The routines in the class consist of:
The students come in and get their folders from the organizer at the front of the room. They sit down to
their desk and start their morning work.
After the morning work is complete, he goes over the work with the entire class. He asks questions and
gives the students the chance to interact and share ideas.
They go to the bathroom together as a class. He stated that they are too loud when they go together
and play around too much so he will not be taking them during his class anymore. They must go before
or after his class from now on.

During the day Mr. Platt is coming in and out for inclusion. Lessons are taught and students go to their
classes on a daily basis. He teaches Math in the mornings, inclusion Math, inclusion ELA and his ELA
group in the afternoons. He goes to lunch at 12:30 pm and has planning at 2:14.

Scheduling:
The students are given a schedule that they have to follow throughout the year. All the students
know their own personal schedule and often times reminds the adults what they have to do. The
students come in around 10:21-11:16 and come into the room and start their morning work that is
already placed on their desk or on the smart board. Mr. Platt and the other teachers share the
responsibility of teaching due to inclusion depending on the subject.

B. Student Characteristics/ Demographics:

Student
1
2
3
4
5
6
7
8
9
10
11

Age/ Grade
14/ 8th grade
14/ 8TH grade
13/ 8TH grade
13/ 8TH grade
14/ 8th grade
14/ 8th grade
14/ 8TH grade
14/ 8TH grade
13/ 8TH grade
13/ 8th grade
14/ 8TH grade

Gender
FEMALE
FEMALE
FEMALE
FEMALE
MALE
FEMALE
MALE
MALE
MALE
MALE
MALE

Race
AA
AA
AA
AA
AA
CAUCASIAN
CAUCASIAN
HISPANIC
AA
CAUCASIAN
CAUCASIAN

12

13/ 8TH grade

FEMALE

AA

13

13/8TH grade

FEMALE

AA

14

14/ 8th grade

MALE

AA

The class consists of 7 males and 7 females. There are 9 African Americans, 4 Caucasians and 1 Hispanic.
There is a total of 14 students altogether. These students are all in Mr. Platts enrichment class, where
they have the opportunity to brush up on math, ELA and sometimes Science/ Social Studies skills. He
also teaches them character traits like self-control and discusses things about what they want to do in
the future.
Most of the students receive free or reduced lunch. The students have a range of disabilities but all are
capable of learning. Disabilities include Intellectual disabilities, Learning disabilities and Other Health
Impairments.

The students are from a wide variety of home backgrounds. More than half of the students stay with
their mom and or both parents. One students stays with her grandmother. There is a couple of students
that have step parents and or stay with their dad. Also all the students have at least one other sibling.
One student has 4 brothers and 5 sisters.
Through the information that was gathered in the interest surveys, the students mostly come from a low
socioeconomic status. This typical home environment sometimes may present extra stress on the child
at school. It is difficult to get papers signed and turned back in from some of the parents. Some
homework assignments are turned in incomplete or done without thought. As, the teacher it is
important that we consider the needs of the child and teach according to that.
All the students received Not Met in the area of math on last years state testing (PASS). There are some
students who earned Met in the areas of Social Studies, Science and Ela. The students grade level range
based on the MAP score ranged from 2nd to 5th. The learning styles of the students range from visual,
kinesthetic, auditory, interpersonal and intrapersonal.
From my interest survey, more than half of the students said that math was there favorite subject. Their
interests include playing sports outside, watching television, playing computer games, dancing, drawing,
and play with their friends. These students are inquisitive, curious and vicarious.

C. Instructional Implications:
The students have such an achievement gap and an array of behavioral concerns, that the teacher must
differentiate instruction based on the students. Mr. Platt must modify instruction to match their needs,
pull one on one instruction, and small groups. Most of the period is spent making sure that the students
are staying on track instead of talking to each on unrelated topics. The contextual information of the
classroom is relevant and impacts instruction because it is needed in order to plan instruction. Every
student has a different learning style. The learning styles vary from visual, kinesthetic, auditory,
interpersonal and intrapersonal. The different disabilities and maturity levels are what impact the
teachers planning for instruction. The disabilities range from other health impairments, intellectual
disabilities and learning disabilities. Allowing the student time for his medicine to set in before
instruction is important when planning the time of lesson. Also making sure Im clear and concise with
directions during the lessons because of the other disabilities.
Any adaptations that are stated in the IEPs will be implemented for the best interest of the student. The
teacher will teach on the level of the student and work to build their progress on that level. Extra time
will be given to complete assignments and directions will be repeated for delayed processors. The
students IEP goals and present levels of performance will guide instruction. The instructional sequence
and amount of time spent on each unit of instruction is determined by the school district.
The goals written on the majority of the students IEPs are:
1.
2.
3.
4.

Students will improve their reading comprehension skills.

Students will improve their reading fluency skills.
Students will improve their numbers and operations and algebra skills by annual review.
Students will improve their geometry skills by annual review.

5.
6.
7.
8.

Students will improve their measurement skills by annual review.

Students will improve their calculation skills by annual review.
Students will improve the number of multiplication facts they solve correctly by annual review.
Students will increase their PASS scores by 10 points.

3. Assessment Plan (LO 2.3) (APS 3)

TWS Standard
The teacher uses multiple assessment modes and approaches aligned with learning goals to assess
student learning before, during, and after instruction.
Math Lesson #5For the showcase lesson I decided to do a review lesson on making charts and finding the y
coordinates when given an equation. The lesson includes a pre, during and post assessments that relates
to the lesson objectives and standards. The objective is: The students will be able to find the outputs for
the functions given with 80% accuracy. The purpose of the pre-assessment is to review the students
multiplication which they will need to know for the lesson. The students are asked multiplication
problems and they have to tell whether the answer is correct or not. The during-assessment is meant to
watch the students and observe them while they are working on the math sheet. The students will have
to show an understanding of the content being taught, if any students dont understand then I choose
this time to redirect. The post-assessment is meant to see if the students understand the material after
the lesson. The students do the math sheet and I check it for correctness.
The students for the pre and during assessment will be scored based on anecdotal notes and
observation. The students will have to participate and be engaged during the lesson and ask questions
as they work. I am checking for understanding while the students are working on the math sheet. If a
student seems to not understand the material during the lesson, then I will make a note to review with
this student more one on one later on. For the post- assessment the student will receive a grade. If the
student correctly answered all the questions then they received a 100. If the students made a minor
error than they made a 95-80. If the students didnt complete the assignment than they received a 60.
All the lessons integrate accommodations because I am meeting the student where they are during the
lesson. If the student needs any special accommodations the needs will be met at the time of the lesson.
It is important to collect all antidotal records plus student work in order to check for understanding and
evaluate how well the lesson was taught.

Assessment Plan Table; 8th graders

Lesson Objective(s)

Assessment(s) of the
Objective(s)

Use of Formative
Assessment

Accommodation

The students will be able

to find the outputs for the
functions given with 80%
accuracy.

Pre assessment- We will

have a class review of
multiplication facts.
During assessment- I will
walk around checking the
status of the students while
they are working on their
math worksheets.
Post assessment- We will
discuss some of the
questions to check for
understanding of the
material being given.

I will use the pre

assessment to check
students ability to
solve multiplication
facts.
I will use the during
assessment to check
the status of the
students while they are
working and answer
any questions that they
may have while
working on the math
sheet.
I will use the post
assessment to check on
the students
understanding of the
content. The math
sheet will be taken up
after completion.

For early finishers

they can read
silently at their
desk. Also they can
take it on the
road and talk with
other students who
are close to being
finish. They can
share any other
questions or
concerns with the
teachers while we
walk around. For
slow finishers they
can keep working or
take their math
papers home for
homework. Some
students that are
easily distracted, I
will make sure to
redirect them when
needed.